Early Childhood Instructional Coach presso South San Antonio Independent School District

Job Title: Early Childhood Instructional Coach

Wage/Hour Status: Non-Exempt

Reports to: Early Childhood/Head Start Director

Pay Grade: Teacher Scale

Days: 210

Dept./School: ECE Dept.      

Funding Source: 205-xx-6119-xx-xxx-xxx

Funding Source: 199-xx-6119-xx-xxx-xxx

Primary Purpose:

The early childhood instructional coach is to provide practice-based coaching, professional development and leadership to assigned classroom staff, which results in improved teacher instructional support, classroom organization and emotional support for children. The coach is to monitor and assist classroom staff to ensure education, disabilities and wellness services are provided to meet the individual needs of children enrolled in the Pre-K / Head Start program. The coach is to provide professional learning opportunities across a broad landscape that range from facilitating professional development to supporting school leadership teams in conducting collaborative action research in the field of early childhood and data disaggregation sessions. The coach is to assist in the continuous improvement process by expanding teacher knowledge and improving pedagogy. Coaches will provide assistance to enhance instructional planning and lesson delivery to improve student outcomes. In addition, coaches will conduct district wide professional development on innovative teaching practices.

Qualifications: Education/Certification: 

• Bachelor’s degree or higher in Early Childhood Education or related field
• Valid Texas Teacher Certification
• Valid Texas Certification in Bilingual EC-6 (Preferred)
• Candidate must have satisfactory outcome of fingerprinting background Non- refundable fee (approximately $50.00) paid by the employee
• Candidate must complete an initial health examination and a re-examination every 5 years paid by the employee

Knowledge/Skills:

• Knowledge and training in research-based teaching and learning
• Knowledge of the Prekindergarten curriculum and initiatives which support and are aligned to the district curriculum.
• Provide intensive practice-based coaching to assigned classroom teachers and assistants which results in scores that meet and exceed the state and federal minimum requirements for emotional support, classroom organization and instructional support.
• Observe classroom teachers to ensure intentional teaching practices align with the PK Guidelines and the Head Start Early Learning Framework and are being used to ensure nurturing and responsive practices that promote school readiness.
• Coach assigned classroom teachers to ensure planning of organized activities, daily schedules, lesson plans, room arrangement, routines and transitions are being used to support the individual needs of children.
• Use individual classroom teacher data for shared goals and action planning for improving practices as part of the practice-based coaching system.
• Evaluate, individually plan for, and provide coaching for classroom teachers that results in improved and maintained scores.
• Provide continuous instructional coaching to create and foster conducive learning
• Utilize the results of individual child screening data during case management meetings to assist teacher in goal planning for student intervention, if needed.
• Knowledge of all special populations represented and the unique needs of these
• Knowledge and skills in the use of technology as instructional
• Demonstrate skills in organization, leadership, communication, problem-solving, facilitation, collaboration, research and team-building.
• Ability to maintain effective communication and working relationships with all
• Ability to effectively provide professional development to adult
• Demonstrate evidence of flexible thinking and willingness to accept new ideas and constructive feedback.
• Demonstrate ability to work respectfully and collaboratively with all stakeholders for ensuring improvement in both instructional performance and academic achievement.
• Demonstrate ability to interpret data for determining corrective interventions associated with instructional decisions which impact instruction and student performance.
• Personal characteristics that reflect: commitment, high-expectations, respect, integrity, teamwork and passion for the profession.
• Consistently seeks resources to support or enhance curriculum, instruction and
• Maintain thorough documentation of all required work efforts in education, and needed components using the child file and/or program database, as well as, monitoring tools.

Experience:

• Three (3) years of classroom teaching Experience participating in campus leadership roles preferred.

Major Responsibilities and Duties:

1. Ability to improve teaching through a variety of methods: coaching, model teaching, and data focused dialogue.
2. Serve as an instructional liaison between the campus and district
3. Provide leadership and facilitation of vertical and horizontal instructional planning, implementation and refinement of practices.
4. Assist in planning, coordinating, and implementing instructional district programs and
5. Collaborate with campus staff to facilitate systemic change and stability of promising practices that increase student outcomes.
6. Design, support, and implement professional learning opportunities for staff development and growth.
7. Other duties assigned.

Supervisory Responsibilities: 

• None

Working Conditions: Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)] Move small stacks of textbooks, media equipment, desks, and other classroom equipment.
• Posture: Prolonged standing/walking; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking, Sensory ability needs - significant; hearing, near vision, peripheral vision color discrimination, depth perception
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move text books and classroom equipment
• Environment: Work inside, may work outside; regular exposure to noise, frequent cold and heat
• Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours,

Frequent district wide travel

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.